PJAEE, 17 (6) (2020)

SYNERGY BETWEEN TEACHING AND FREUD’S STRUCTURAL THEORY

OF PERSONALITY: ID, EGO AND SUPEREGO

Dr. Divya Gupta

Asst. Professor, English, GLA University, Mathura
dr.divya.agra@gmail.com
divya.gupta@gla.ac.in

Dr. Divya Gupta -- Synergy between Teaching and Freud’s structural theory of
personality: Id, Ego and Superego -- Palarch’s Journal Of Archaeology Of
Egypt/Egyptology 17(6). ISSN 1567-214x

Keywords: Synergy, psychoanalytic criticism, Id, Ego, Superego

Abstract

Students are like tabula rasa where there is a dearth of preconceived ideas or predetermined
goals. Looking at the current situation, students are undergoing with such a negative traumas
that it becomes hard for them to handle the peer pressure. Teachers as mentors can judge the
behavior and nature of their disciples and reciprocate accordingly. Their psychoanalytic criticism
can bring the remarkable change in student’s life. This paper is an attempt to show the impact of
three important qualities determining the personality trait of an individual which Sigmund Freud
suggested: Internal Drive (ID), Ego and Superego on Teaching. Freud's work helped in shaping
our understanding of the human mind. Over 100 years later, his research and findings continue to
influence our studies on the human mind. Qualitative method is applied to find the result of this
synergic experiment.

Introduction:

Austria-born psychoanalyst Sigmund Freud is very eminent in the world due to

the tripartite elements of brain: id, ego, and superego. Sigmund Freud viewed
human personality through three lenses ie: Id which exhibits impulsive
temperament; ego maintains a balance between right and wrong standing in
opposition of superego which supports moral and rational part of brain. One
should balance his id, ego and superego in order to maintain a healthy

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personality. Repression of anyone of them leads to inefficiency of the human

body. Students past experiences, repressed childhood memories and lives
contribute to either enhance or distort the grasping power of an individual. The
characters and their activities are analyzed according to Freudian concept of id,
ego and superego. Teachers will be able to set high standards if they are aware
of functions of id, ego and superego. Teachers will comprehend the
performance of their students’ mind and see and understand, to some extent,
why students behave the way they do. Teaching learning activity will be more
impressive and appealing if trainers may incorporate psychoanalysis of
students, behavior with teaching pedagogies.

Id is inborn quality which only reflects desires, no-matter logical or illogical. It

doesn’t bother about reality or fictitious world. There are several people who
are guided by their id and their passions. Like a wild horse it can run wildly in
any direction. It exhibits hatred, love, greed, evil feelings, sexual desires,
hedonism, impatient and impulsive nature.

One who is guided by ego acts rationally and logically. According to Frued,
ego is like a rider of the wild horse (id). Societal norms and facts are taken into
consideration while making a decision. Ego is a negotiator and mediator which
control id’s irrational demand and Superego’s idealism. Ego is a faithful
counselor of any person.

Unlike id, superego is based on high standards and ideals. Perfection and
morality are its success mantra. It is also known as ‘restricting agency’ (Asch,
Stuart 159-181)

Students are often steered by the influence of education and experiences

received from one’s parents, society, university, college and society. Society,
culture, religion and traditions pave way for someone to fix up certain goals in
life. ‘Motivation brings transition in students’ life. (O'Shea, Sarah, et al.)

2. Various Psychological approaches to learning

Post Freudians like Carl Jung, Erik Erikson and Alfred Adler (Spielman, Rose
M., et al.) propounded their own psychoanalysis theory but still Freud holds a
dignified stature implementing his psychoanalytic elements on teaching
pedagogy. Alfred Adler explored ‘inferiority complex’ (Vaughan, Wayland
358) in his social theory of psychodynamic person. Karen Horney projected his
new research on ‘unconscious anxiety’ (Levitt, Eugene E.) which is due to

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child’s loneliness, unrequited desires at childhood time and isolation. There are
some major psychological approaches of teaching like:

a) Psychoanalysis theory

b) Behaviorism

c) humanistic Psychology

d) Neurobiological approach

e) cognitive psychology

“Without proper training in psychoanalysis, any attempt to 'play the therapist'

with one's students could be extremely dangerous, and could cause permanent
psychological damage. In other words, psychoanalysis should be left to the
experts. If a student does start to become introspective during a tutorial or
counseling session, suggest a break or use the appropriate referral system.”
Behavioral Psychological theory mainly deals with Stimulus/Response
learning. B.F Skinner brought about a remarkable change in the educational
system. ‘Successive reinforcement’ (Skinner, Burrhus 94) proved to be
efficient in shaping behavior. ‘Classical conditioning and operant
Conditioning’ (Henton, Wendon W., and Iver H. Iversen) played a vital role by
motivating the students through feedback, rewards and punishments. Every
Teacher owes him a lot while dealing with individual learning and analysis.

1
• Personal Factor

2
• Behavioral Factor

3 • Environmental Factor

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Figure1: Factors Affecting Learning

The neurobiological approach is an attempt to correlate the chemical activities

of human brain which shapes the human behavior. This approach improves the
effectiveness and efficiency of human learning. It sets a framework for
cognitive psychology.

Cognitive Psychology is an advanced approach. Earlier Human mind was only

treated as ‘black box’ (Hildebrandt, Carolyn, and Jennifer Oliver 195-197) and
concerned about input (stimulus) and output (response) of the system. It deals
with the deeper knowledge of how the information travels within the mind or
brain when we think, introspect, and remember things. It is very effective in
dealing with artificial intelligence nowadays.

Self Hypnosis and meditation are the techniques which may help an individual
to regulate and balance the clash between id and superego. (Navaneedhan,
Cittoor Girija 221-224)

This article deals with the class activity to judge students’ psyche through
Freud’s psychological approach. This tripartite of id, ego and superego can
bring the remarkable educational reform. The tripartite of science, teacher and
student will be judged on the basis of Freud’s psychology.

Educational Implications for testing and checking the behavior of the students:

1) Development of concept and learning symbols

2) Implementation of techniques of reinforcement and punishment

3) Daily routine and activities

4) Classroom management

5) Productive thinking

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Maintenance rehearsal

Input
Sensory Register Short Term
Elaborate rehearsal Long Term
Memory
Attention

attention

Figure 2: Mental Process

Constructive theory (Chapman, Michael) was propounded by Piaget, Bruner

and Vygotsky. This learning highlighted the interaction with the environment
and personal experience. Social Constructivism and Cognitive constructivism
deals with Zone of Proximal Development (Chaiklin, Seth 39-64) ZPD is the
area where most sensitive instructions and guidelines can be rendered on the
students, where child learns excellently and grow according to development of
higher mental functions. Teachers may guide their disciples while judging their
id’s demands and manipulating them according to wise dealings. Freud
believed that imbalance between these elements will lead to maladaptive
personality.

The id, ego and superego work together to create human behavior.
The id creates the demands, the ego adds the needs of reality, and
the superego adds morality to the action which is taken.

3. Implementation of Different learning Theories with Tripartite of mind

i.e. id, ego and superego

3.1. Gagn�'s hierarchy of learning and Freud’s psychoanalytical theory

According to Gagn�'s hierarchy of learning teachers can tame student’s id

by behavioral aspect of learning like Signal learning, stimulus-response
learning, Chaining and verbal association. Other four aspect of learning is
based on cognitive aspects such as: discrimination Learning, Concept learning,
rule learning, problem solving.

3.2. Piaget’s Cognitive learning and freud’s psychoanalytical theory

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Jean Piaget, in 1969 presented a different learning model which deals with the
stages of life as Sensorimotor stage (0-2years), pre-operational stage (2-
4years), concrete operational stage (7- 11 years), formal operational stage(11-
15 years). A child goes through four stages of intellectual growth. If we
compare this learning model with freud’s psychoanalytical theory of id, ego
and superego. Id becomes dominant at the stage of infant (0-5years) superego
is fixed up by societal norms, economic, religious impact. During several
stages a child undergoes several conflicts between biological drives and
societal expectations. Successful navigation of these conflicts may result in
fully matured and disciplined human being If teachers may connect both the
stages of childhood, he/she can lay the very positive framework for students in
the beginning only. Thus supervision and guidance at a tender age may fix up
students character and behavior. An instructor has the capacity to build up the
future of the nation. Id “has no direct communication with the external world”
(Freud 197). The other component of the id is that of the repressed. (Freud,
1923b) writes that “the repressed merges into the id as well, and is merely a
part of it” (p. 24; cf., Freud 77). As the repressed, the id consists of all those
impulses subjected to repression, which remain unaffected by time and which
partake in the particular processes of the biological id (Freud 74). Superego is
the result of Id reflects instinct self gratification.

Sensorimotor

Stage (0-2)

ID (unlimited
desires)
Formal operational
Pre-operational
stage (11-15 years)
stage (2-4)
Superego (morals &
ID (unlimited
Ideals)
desires)

Concrete -
operational stage
(7-11years)

Ego (decision
maker)

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Figure 3: Piaget Cognitive Learning Theory

3.3. Kolb’s Experiential Cycle and Freud’s psychoanalytical theory

David A Kolb imposed his attention on student centric learning rather than
teacher’s centric learning. He emphasized on active learning for any age group.
He gave a concept of learning based on experience. According to Freud, ego
and superego also works on the experience based on past memories, instances
and events. If learning can be done on the past schemas1, teacher may create
relevant experiences in students’ life to make the learning more interesting.
However, many teachers don’t understand the importance of David. A Kolb’s
Affection, Conation and Cognitive approach in teaching.

The actual
Learning
Experience

Planning the next Studying the Reflecting

learning experience theory on what
happened
Figure 4: David. A. Kolb’s Experiential learning Cycle

3.4. Race’s ‘ripples’ model of learning and freud’s psychoanalytical theory

1
A schema is a mental concept that informs a person about what to expect from a variety of experiences
and situations. Schemas are developed based on information provided by life experiences and are then
stored in memory.

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His ideology is based on ‘learning by doing’ theory. It is based on experiential

learning process of Kolb’s learning cycle. It involves four basic components
that constitute for successful learning: a) Needing, Wanting: deals with
motivation of learning. Converting Id’s demand of learning into strong passion
which will certainly motivate and inspire someone to chase his/her dreams. b)
Doing: practice, trial and learn, emphasis on implementation. On one hand ego
will guide the path of right or wrong whereas on the other hand it will strike a
balance by culminating at a particular utility of learning. c) Feedback:
Others’s outlook on this experience based learning, checking results and
reactions d) Digest: Grabbing and absorbing the learning, having command
over it.

Feedback

Digesting

Doing

Need/
Wanting

Figure 5: Race Ripples Model of Learning

4. Conditions applied for my research:

I have taken strong desire in a positive manner. Why Id is portrayed as a

demonic characteristic of any personality? Its deep craving of attaining
anything in this world could be used as a blessing in disguise.

Why ego is always treated as a mediator between id and superego? According

to human nature, it provides a mid path to fulfill one’s desire. Superego is a
guiding light.

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Sigmund Freud’s psychoanalytical and structural theory of personality states

that conflict in three parts of brain: id, ego and superego define the personality
and behavior of someone.

Freudian Psychosexual theory is not taken into consideration while applying

his psychoanalytical theory on teaching and learning.

4.1. Objective of my study:

The objective of my study is to find out the effectiveness in teaching learning

process, when clubbed with psychological personality analysis of id, ego and
superego. It provides a remarkable change in the performance of the students.

4.2. Aim of the Study:

This study is focused on the students of Bachelor of Technology. As these

students are highly motivated and confident about their goals, sometimes they
are misled by their id, following their desires and the imbalance between id,
ego and superego may propagate hazardous repercussions. Teachers were
trained to make the psychological analysis of students on the basis of their
family background, society, past schooling, religion, socio-cultural aspects,
economic status, and behavioral, cognitive, neurological aspects.

4.3 Research Methodology:

In this experimental trial and result method, teacher trainees held some
counseling sessions of the students. Qualitative method (focus group interview)
and quantitative methods (survey methods) were employed to judge the
effectiveness of this experimental study. A group of 20 students were observed
for six weeks, on the basis of their schemas, counseling sessions and regular
testing was done.

4.4. Findings of this study:

Initially students were not ready to divulge their true feelings as each
characterized by internal psychological conflict. Later on psychological
analysis and boasting changed their behavior and way of thinking. Their strong
desire of becoming a successful person motivated by their Id took a new look
which proved to be an inspiration for them. Superego and Ego paved way for
success with their logical reasoning and solutions. Self Hypnosis is also the
best remedy to strike a balance between these three tripartite of mind i.e. Id,
ego and Superego.

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Focus Group Interview of twenty students was conducted where some students
expressed their economic crisis, social constraints, and family pressure others
exhibited their childhood experiences which shaped their characters, behavior
and personality. Six weeks of counseling proved to be a turning point to fulfill
their dreams and aspirations.

4.5. Exceptions of this synergy: Freud called Id as the "dark, inaccessible part
of our personality." (Freud 1971) Id can only be observed by studying “content
of dreams and neurotic behavioral clues” (Kramer 149-159) It is the reservoir
instinctual pleasures. Sometimes Freud addressed id as "cauldron of seething
excitations" (Palombo, Stanley 405-435.) With the imagery of horse (id) and
rider (ego) he agrees that many times jockeys (professional horse rider) lose
control over horse and it ventures freely in his wildness. Sometimes Freud’s
theories faced several criticisms, yet it prepares a great scaffold on which
modern Psychological study is dependent.

5. Conclusion: The imagery of an iceberg is generally used to describe Id, ego

and superego. Just only three fourth part of the iceberg is visible above the
surface which is Ego, our pathfinder. It reveals and exhibits the final decision
of the conflict that is going underneath the water level, between Id and
superego (hidden desires, unconscious thoughts and memories). This iceberg
describes a situation where one only starts understanding the problem. The
little signs are just an indicator of a bigger problem. Teachers have the ability
to use some strategies like counseling, delving deep into students’ schemas,
using various experiential teaching pedagogies, cognitive learning theory,
stimulus/ response theory, etc to manipulate one’s id. This synergy of teaching
learning theories with alteration in id, ego and superego, will be beneficial not
only for ambitious but also for slow learners.

Works Cited:

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4. O'Shea, Sarah, et al. First-in-family students, university experience and family

life: Motivations, transitions and participation. Springer, 2017.

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